Research On The Content Of International Undersdanding Education In The "Historyand Society" Textbook In Junior Middle School

With the sustained development of China's economy and the acceleration of its participation in the global governance system,the younger generation is participating in the construction of “One Belt and One Road,” and it has become the mission of today's youth to work with the people of the world to build a “human destiny community”.The enactment of "China's Students' Development Core Literacy" in2016 included international understanding in students' necessary qualities.This makes international understanding education increasingly important in today's basic education.From the perspective of core literacy,this research conducted a systematic and in-depth study of junior high school “history and society”(PEP)teaching materials that carried major subjects of international understanding education content,with a view to passing junior middle school “history and society” teaching material reform to promote student internationalization.Understand the formation of literacy.The study is divided into five chapters:The first chapter mainly introduces the research background and research summary,and analyzes the development history of international understanding education at home and abroad and the content framework of international understanding education conducted by major countries.The second chapter research design mainly introduces the research object and the research method adopted,and test the reliability of the research tool.The third chapter is based on the core literacy of the international understanding of the content of the framework for the analysis of education through a large number of literature inquiries,textbooks and curriculum standards rooted in the study and analysis of the current national policy and core qualities "content goals",the initial establishment of the international understanding of education content system,divided into four major themes(global vision,global thinking,global engagement,and global symbiosis)and eight sub-themes(World Trends,Human Civilization,Global Awareness,Open Minds,Cultural Diversity and Differences,Cultural Interactions,Global Challenges,and Human Destiny Community).The presentation and analysis of the results in the fourth chapter is based on the established framework for the analysis of the content of international comprehensioneducation.Content analysis is used to quantify and qualitatively analyze the content of international comprehension education in textbooks for "history and society" in junior middle schools.Describe the content of the international understanding education content in the teaching materials.Chapter V conclusions and recommendations draw the following conclusions:(1)The teaching materials carry the major tasks of international understanding education;(2)The contents of “international understanding” are presented in the form of integrated curriculum;(3)The presentation of the teaching materials conforms to the junior high school.Students' psychological development sequence.Inadequate teaching materials:(1)The content of international understanding of educational content is irrational;(2)The content of international understanding education is not scientific enough;(3)The tendencies of developed countries and urban generalization are obvious;(4)The situation is not adequately set.Finally,in response to the problems found in the analysis of teaching materials,the following recommendations are made:(1)The theme of international understanding education should be rational;(2)Europe and the United States should change the “Belt and Road” countries;(3)We must strengthen the international understanding of education content system.Construct;(4)Increase the setting of "International Understanding Education" situation.